LESSON PLAN IN ENGLISH 8

I. OBJECTIVES
At the end of the lesson, students should be able to:
 identify the elements of the A Portrait of the Artist as Filipino by Nick Joaquin;
 explain the author’s purpose in writing the story; and
 perform a role play using the idea “Filipino family with mixed cultures”.
II. SUBJECT MATTER
Topic: A PORTRAIT OF THE ARTIST AS FILIPINO BY NICK JOAQUIN
References: https://www.academia.edu/35582139/A_Portrait_of_the_Artist_as_Filipino_Plot
_summary_and_thematic_description
Visual Materials: VIDEO CLIPS, PPT PRESENTATION, PROJECTOR

III. PROCEDURE
A. Routine Activities
 Opening Prayer
 Greetings
 Reminders
B. Motivation
- The teacher will show a video presentation about the story of a family.
Afterwards, the teacher will ask three (3) students to share their own thoughts about the story
of their family.

C. Presentation/Discussion
- The teacher will introduce the lesson, A Portrait of the Artist as Filipino by Nick Joaquin, to the
students.
Afterwards, the teacher will discuss the lesson.

A PORTRAIT OF THE ARTIST AS FILIPINO

Set in the Filipino world of pre-World War II Intramuros of Old Manila in October
1941, the play explores the many aspects of Philippine high society by telling the story
of the Marasigan sisters, Candida and Paula, and their father, the painter Don
Lorenzo Marasigan. Due to an artistic drought on Don Lorenzo's part, the family has
to make ends meet by relying on the financial support provided by their brother
Manolo and sister Pepang, who were urging them to sell the house. Later on, they
also had to take a male boarder, in the person of Tony Javier. Don Lorenzo, who
refused to sell, donate, or even exhibit his self-portrait in public, was only content in
staying inside his room, a stubbornness that already took a period of one year. The
painting has attracted the attention and curiosity of journalists such as a family friend
named Bitoy Camacho, and other obnoxious visitors pretending as art critics. When
one of the daughters, Paula, elopes with Tony, a journey of personal liberation is set
in motion, which ends with a restoration of family relations which had been strained
due to the neediness of the artist's family. She also felt regret after destroying the
portrait.

The play is divided into 3 scenes:

THE FIRST SCENE – Candida and Paula meet again, after more than 10 years, Bitoy
a son of one of their papa’s regular visitors during Sunday’s terulias. Tony arrives and
is followed by members of media who are asking to see the painting. They want to
borrow the painting (that reminded me of The Picture of Dorian Gray by Oscar Wilde)
for exhibition in an art gallery but the sisters do not agree.

THE SECOND SCENE – The Marasigans are visited by the an old-time friend family
headed by Senator Perico. During the visit, the elder Marasigans, Manolo and
Pepang, are also there. They all want the sisters to donate the painting to the
government, the two to live with their elder siblings while getting pension money from
 the government and for Don Lorenzo to be taken to the hospital. Again, the sisters do
not agree.

THE THIRD SCENE – The portrait is gone. Why? Who took it? Who is Tony to the
sisters? How do the sisters feel for each other? They’ve been living together all their
lives but do they really love each other? Is Don Lorenzo, who has not been seen since
the start of Scene 1, really inside the bedroom? Is he still alive or already dead? What
will happen to the three of them if they will not leave the house and the Japanese
comes to invade the city?

Guide Questions: (Individual Activity)

1. Who are the major and minor characters, what do they represent, and how do
they relate to one another?
2. What is the setting? Does the setting play an important role in revealing any
element of the story?
3. What is the overall tone of the story?
4. What common human concerns are revealed in the story?
5. What real-life people or events are you reminded of by characters or events in
the story? Explain why.
6. What did the author’s purpose seem to be?

D. Application
Group Activity
- The teacher will divide the class into three (3) groups.
- Each group will perform a role play using the idea “Filipino family with mixed cultures”.

CATEGORY 4 3 2 1
Almost all historical Most of the Very little of the
All historical information information historical historical
Historical appeared to be accurate appeared to be information was information was
Accuracy and in chronological accurate and in accurate and in accurate and/or in
order. chronological chronological chronological
order. order. order.
Point-of-view,
Point-of-view, Point-of-view,
Point-of-view, arguments, arguments, and
arguments, and arguments, and
and solutions proposed solutions
Role were consistently in
solutions proposed
proposed were
solutions proposed
were often in were rarely in
character. sometimes in
character. character.
character.
Can clearly Cannot explain
Can clearly explain Can clearly explain
explain one way in one way in which
several ways in which his several ways in
which his his
Knowledge character \"saw\" things which his character
character \"saw\" character \"saw\"
Gained differently than other \"saw\" things
things differently things differently
characters and can differently than
than other than other
clearly explain why. other characters.
characters. characters.
Student included more Student included Student included Student included
Required
information than was all information that most information less information
Elements required. was required. that was required. than was required.
Student uses several
Student uses 1-2
props (could include The student uses
props that Student uses 1-2
costume) that accurately no props OR the
accurately fit the props which make
Props/Costume fit the period, show
period, and make the presentation
props chosen
considerable detract from the
the presentation better.
work/creativity and make presentation.
better.
the presentation better.
 E. Generalization
The teacher will ask the students questions about the topic discussed.
1. Give the following elements of the short story “A Portrait of the Artist as Filipino by Nick
Joaquin”.
Characters
Setting
Tone
Theme

IV. EVALUATION
Directions: Make a reflection about what you’ve learned in the story A Portrait of the Artist
as Filipino” by Nick Joaquin.

V. ASSIGNMENT
Directions: If you were the author and you were be able to make your own ending, what
ending would it be? Do this in your activity notebook.